Narrativas de psicólogos e sentidos contemporâneos dos discursos sobre a (in)disciplina na escola (2010-2012)

Abstract

This piece of research has as study object the contemporaneous discourses about school (un)discipline, based on the psychologists´ narratives about the students, covering the 2010-2012 period. The theoretical contributions related to the research guiding the methodology, the method and the sources, by making them function, are the field of Cultural History of Education, as a new field of historiography and heir of the new history , in dialogue with Discourse Analysis and the Indiciary Method, in Michel Foucault´s(1990,1977,1986,1996,2001,2002a,2002b,2008,2010,2012a,2012b)theoretical perspective. The used documents/sources work as discursive practices that normalize, punish and control the problematic students´ behavior and they were read according to Michel Foucault´s archeological and genealogical viewpoint. The mentioned piece of research had as general objective the analysis of the discourses of the researched school specialist, especially of the psychologist´s from a municipal school, of elementary teaching I and II, about the children who are considered (un)disciplined, having as source 42 School Records, used in the books of occurrences. Such sources are school documents and they work as childhood government strategies, with the proceedings on infantile behavior ruled by school. They do represent thus real school dossiers, as part of a set of documents that register each student´s school history and they constitute the main source of the research. Other documents were also used as sources, like the School Pedagogical Project and the School By-laws in which there are the norms and rules that aim to guarantee a healthy and balanced coexistence in the school environment which is believed to be essential for the students´ good behavior. The first methodological procedure consisted in indentifying and registering the occurrences related to the types of behavior considered undesirable for the students´ development in school; then, the analysis of the school specialist´s discourses, especially the psychologist´s, and how these were working in the school practice. This study has been corroborating the results found in other pieces of research carried out in other contexts, that is, the perception that, by dealing with the issue of (un)discipline, it is essential to take into account the influences used by school culture and the educational practices in the school routine. This means that (un)discipline is produced and made inside the school. With Michel Foucault´s tools, it was possible to have an understanding of how the formation process of this contemporaneous abnormal student occurs that, according to the current school discourse, he or she is a/an(un)disciplined student who does not adapt himself or herself to the school, therefore, he or she is dysfunctional to its purposes.